Analysing video and audio data: existing approaches and new innovations

Across many subject disciplines, video and audio data are recorded in order to document processes, procedures or interactions. These video and audio data are consequently analysed using a number of techniques, in order to try and make sense of what was happening at the time of the recording, sometimes in relation to initial hypotheses or sometimes in terms of a 'post hoc' analysis where a more grounded approach is used. This paper contains an overview of tools and techniques for examining video data and looks at potential new methods borrowed from the field of learning analytics, related to discourse analysis. Discourse analysis, where conversations and the spoken word are explored and dissected in detail, can provide us with information about the learning context and the ways in which learners interact with people and other resources in their environment

Towards a theory of augmented place

This short paper is aimed at inspiring dialogue and debate around the theoretical perspectives underpinning research into learning in technology-enhanced augmented places, and the engagement by such learners with blended environments/spaces. The author argues that current theories do not fully model or explain our interactions with technology-enhanced physical environments and that a new theory that combines aspects of these may be required in order to fully understand the way in which we move, interact and learn within such surroundings

Situ8: browsing and capturing geolocated user-created content

The idea behind Situ8 is a simple one: enable learners to browse and/or create their own content that is geolocated, i.e. somehow related to a physical place in the “real world” (FitzGerald, 2012a). It was inspired by the popular mScape platform (Stenton et al., 2007), that enabled users to attach multimedia content to a map and deploy it through a mobile device, with such media being ‘triggered’ by a user’s geographical position, as measured by GPS (Global Positioning System) technology. However, unlike mScape, Situ8 allows both the creation and delivery of geolocated media i.e. it is a two-process

The life and literary activities of Chateaubriand

Thesis (M.A.)--Boston Universit

Police Knowledge Exchange: Summary Report

[Executive Summary] This report draws on research commissioned by the Association of Police and Crime Commissioners (APCC), the National Police Chiefs Council (NPCC) and the Home Office to investigate cultural aspects of knowledge sharing across the police service. The research reviews literature and police perceptions to identify the enablers and barriers to effective knowledge exchange and sharing within and between police forces and police partners, including the public. Data were collected from 11 police forces; 42 in-depth interviews/focus groups and 47 survey responses. The literature-guided analysis identified four core research themes: who, why, what and how we share. Detailed findings are presented in the full report; this summary report presents the core research findings. Recommendations from this study will inform the next phase of activity for the Board. The research identified that cross-force, cross-organisation, national and international sharing relies on a culture supporting individuals who have an independent and reflective sharing approach. A key enabler to police sharing is that, regardless of police rank and role, they all have a strong collaborative nature, through a deep motivation to share, that benefits the wider social community. This collaborative nature is driven by processes that reveal reciprocal benefit and safe sharing, as well as how to effectively ‘get the job done’ and foster professional learning. A key barrier to police sharing is a strong hierarchical culture that does not encourage the independent nature of sharing. Whilst police officers and staff act independently within the confines of their prescribed roles, they rarely independently share beyond this. This hierarchical culture means that innovations in sharing are often initiated or approved top-down and tied to leadership. Hierarchical structures are seen to support a competitive culture combining concepts of risk aversion and blame. The hierarchical culture is also perceived as providing poor clarity on what is of value to share and how to effectively share. There are two key recommendations to overcome this barrier: one long-term and one short-term. Long-term: ‘Become independent sharers’ by changing the nature and culture of the police to encourage this independent nature, so that specific sharing barriers are effectively solved by individuals. Professionalising the police and working collaboratively with academia are steps towards this long-term goal. Short-term: ‘Guide and authorise independent sharing’ by using the hierarchy to scaffold/support and direct police towards effective and approved sharing approaches. This will show the police, through the hierarchy, how and why this independent sharing nature is safe, effective and valued

Police Knowledge Exchange: Full Report 2018

[Executive Summary] This report was commissioned to explore the enablers and barriers to sharing within and between police forces and between police forces and partners, including the public. This was completed from an interdisciplinary review of international literature covering sharing, knowledge exchange, learning and organisational learning. The literature broke down into four main factors; who, why, what and how. An introduction to the literature is presented with ‘Who’ is sharing which considers both personal identity and different institutional issues. The ‘Why’ literature covers issues of cultural and community motivators and barriers. The ‘What’ segment reviews concepts of data, information and knowledge and related legislative issues. Finally, the ‘how’ section spans face to face sharing approaches to technologies that produce both enablers and barriers. A series of 42 in-depth interviews and focus groups were completed and combined with 47 survey responses . The aim of the interviews, focus groups and survey was to show perceptions and beliefs around knowledge sharing from a small sample across policing in order to complement the findings from the literature review. The survey was adapted from a standardised questionnaire (Biggs, 1987). The Biggs questionnaire focused on what motivated students to learn and how they approached their learning. Our adapted survey looked at what motivated police to share, and how they approached sharing. The responses showed a trend, across the police, towards a motivation for sharing to develop a deeper understanding of issues. However, the approaches and the strategies they used to share with others, which were primarily driven by achieving and surface approaches (to get promoted and get the job done). According to Biggs (1987) this could leave them discontented as they never progress to a deeper understanding of issues. Scaffolding sharing within the police through processes that are clearly defined, effective and valued could help to overcome these issues. Within the interviews and focus group findings a similar structured approach to sharing was adopted. Within the ‘who’ section some key aspects around personal relationships, reciprocity and reputation were identified. The ‘why’ the police share was one of the largest discussion points. Not only was there a deep motivation to solve key policing issues there was an approach of reciprocity. Police sharing was deeply motivated to support ‘good practice’ in the prevention and detection of crime. However, a sharing barrier was identified in the parity of value given to different types of knowledge for example between professional judgement and research evidence knowledge. Sharing was achieved when there were reciprocal benefits, in particular with personal networks or face to face sharing which was noted as ‘safe’. Again, this was inhibited by misunderstandings around the ‘risks’ of sharing, frequently attributed to data protection legislation; producing cautious reactions and as an avoidance tactic to save time and effort sharing. However, a divide was noted between technical users and those who avoided any online systems for sharing; often due to poorly designed systems and a lack of confidence in how to use systems. The police culture was identified as being risk-adverse, and competitive due to multiple factors, a lack of supported time to share, Her Majesty’s Inspectorate of Constabulary (HMIC) reviews and promotion criteria. The result was perceived to be a poor cultural ability to learn from mistakes and a likelihood to repeat errors. A set of strategic recommendations are given and include the use of a sharing authorised professional practice for HMIC reviews, sharing networks and training. A further set of operational recommendations are given such as; sharing impact cases for evidence based practice, data sharing officers and evaluating mechanisms for sharing. This full report is supported by the Police Knowledge Exchange Summary Report 2018 which gives an overview of the findings and recommendations

The promises and pitfalls of personalised eLearning

Personalised learning has been around for decades, and never really seems to diminish in its appeal. To educators, its attraction is obvious and logical: we all know that our students learn differently – at different times, different speeds, and respond differently to teaching materials and course resources. To learners, especially where they are part of a larger cohort of students and may become ‘lost’ in the crowd, having a personalised learning experience that is tailored to their individual needs and should help them to reach their specific goals, is very desirable. However, the field of personalised learning is not without its challenges. In this talk, we examine what is meant by personalised eLearning, how it is enacted but also the problems inherent to this work. We consider pedagogical, technical and economic issues as well as considering the wider impact, not just on teachers and students but also at an institutional and even governmental level

Assessing informal learning: a case study using historical audio guides

This paper presents the findings from a study that investigated how geolocated audio could be used to provide opportunities for public learning of history. The project, utilising mobile media and informal learning, was a collaboration between academic and community-based historians interested in enhancing public understanding of selected aspects of the history of Nottingham. It was concerned with supporting the enhancement of historical literacy, historical ‘empathy’, and participants’ abilities to draw informed conclusions about contested historical subject matter. The historical subject matter was the 1831 Reform Riots in Nottingham, around which a local community history group designed a guided ‘history walk’. The project supported a realisation of this walk and also gathered participant responses from both a ‘people-led’ walk and an alternative ‘technology-led’ version of the walk, where a media experience was delivered to participants through handheld devices that triggered the playing of audio files with information contained from different historical sources at specific locations of relevance to the Reform Riots around the city of Nottingham. Responses were recorded via a combination of methods: by questionnaires filled in immediately after each walk, researcher observations, and debriefing sessions of selected participants

Making a Difference Program: Health and Wellness One Street at a Time

IMPACT. 1: Since its inception, the program has served a total of 787 adults, of which 709 were African American adults. Participants received free health screenings (blood pressure, blood sugar, and stress) and were provided with referrals as needed. -- 2. Collaborations were expanded by adding another academic partner (College of Pharmacy) and another community partner (New Salem Baptist Church). -- 3. Partnership established with East Columbus Elementary School and the Health Sciences Academy to encourage career exploration of the health science professions by children in grades 3 and 4.OSU PARTNERS: College of Nursing; College of Dentistry; College of Optometry; College of Pharmacy; African Studies Community; Extension CenterCOMMUNITY PARTNERS: Making a Difference, Inc.; A Cut above the Rest Barbershop; Eldon and Elsie Ward Family YMCA; New Salem Baptist ChurchPRIMARY CONTACT: Elizabeth Moran Fitzgerald ([email protected])To develop a model for community engagement that will inform student and faculty research/scholarship experiences in the study of health equity; to address the challenges to health and wellness in the underserved Linden Neighborhood by reducing health inequities and health disparities; and by empowering the community to engage in activities that promote health and wellness